인천지역 초등 특수학급 교사의 특수교육보조원 관리감독 실태 연구

Abstract

Special education assistants have become vital contributors to service delivery in special education programs. the supervision of special education assistants falls largely on the shoulders of special class teachers who are relatively unprepared to assume this supervisory role. So, the purpose of this study is to examined the practices of elementary special class teachers with responsibility for the supervision of special education assistants and identify practice about competencies needed by special education teachers to supervise or direct the work of special education assistants in elementary educational settings. For this purpose, the questionnaire was given out to 195 elementary special class teachers in Inchon, and finally 162 teachers were investigated. A questionnaire was developed with reference to instrument designed by French(2001) and Wallace et al.,(2001) which are revised by education situation of Korea. This study is analyzed the awareness about the practices of elementary special class teachers as supervise special education assistants. The data was analyzed utilizing frequency analysis, technical statistics. The results of this study are below. First, the number of special education assistants supervised by most teachers who was a special education assistant(76.5%). It did not related to students with different need levels. 55% of special class teachers who supervised special education assistants reported that "real-life experience" served as the primary source of their knowledge and ability to supervise teacher assistants, rather than inservice training, college courses, or help from administrators. 46.3% of responser reported having complete control over the selection process. they did evalute with the official form(40.7%). Formal sit-down meetings was reported 27.8%(n=45) met 1 to 2 times per year, 27.2% met once a week. regarding when they met "After school" was the most frequently reported(n=83, 51.2%). the nine types of information that might be included in plans were reported as being included sometimes. they addressed seven topics in meetings provided sometimes. "Behavior management" of them is first.(M=2.86). Elementary special class teachers reported many more benefits and favorable circumstances than problems. The results showed that teachers viewed the problems as minimal and emphasized the contributions of special education assistants. Second, most elementary special class teachers perceived that the competencies needed by special education teachers to supervise or direct the work of special education assistants were practicing a little of such competencies. In the total result, the special education teachers reported a little preservice or inservice preparation; "real life experience" was the primary source of their supervision knowledge. They considered the competencies very important, but that the competencies were not practiced as frequently as their perceived importance, For teachers who reported they did not demonstrate competencies, it was often due to a lack of preservice preparation and to a lack of ability of the special education assistants. The elementary special class teacher reported that their supervision methods vary somewhat from recommended supervisory practices and support the call for supervisory training in preservice and inservice special education programs and continued training for special education assistants. The elementary special class teacher also wanted to work with the special education assistants as a job-rotation system for creating an environment that is benefical for adults and students.;본 연구에서는 인천지역 초등 특수학급 교사들의 특수교육보조원 관리감독 실태를 알아보고자 특수교육보조원 관리감독 실태, 특수교육보조원 관리감독을 위한 교사의 역량실행 실태를 조사하고, 개방형 질문을 통해 특수교육보조원 관리감독을 위한 역량을 실행하는데 있어서 어려운 점과 개선방안을 알아보았다. 이 연구의 목적을 위하여 인천지역 특수학급이 설치된 초등학교 165개교의 239개 특수학급 중 현재 특수교육보조원이 배치된 195개 학급 전체를 대상으로 조사하였으며, 그 중 162명이 최종 응답자로 선정되었다. 측정도구는 초등 특수학급 교사의 특수교육보조원 관리감독 실태와 관리감독을 위한 교사 역량 실행 실태로 구성되어 있다. 관리감독 실태에 대한 문항은 French(2001)의 연구를 참조하였으며, 관리감독을 위한 교사 역량 실행 실태는 Wallace, Shin, Bartholomay, & Stahl (2001)의 연구에서 사용한 질문지를 수정․보완하여 사용하였다. 각 영역별 신뢰도는 .826과 .945 로서 모두 높은 신뢰도를 보였다. 이 연구 결과 특수학급 교사들의 특수교육보조원 관리감독 역량을 높이기 위해서는 필요한 지식과 기술에 대해 좀 더 실천 방안을 모색하고, 실행도가 낮은 영역에 대하여는 실질적인 교사 연수를 통해 교사의 특수교육보조원 관리감독 역량을 높이는 것이 필요하다고 할 수 있다. 또한 질적인 특수교육보조원제가 정착되도록 특수교육보조원의 순환근무 및 계속적인 특수교육보조원 추가 교육을 실시해야 할 것이다.